Dramatic Arts Integration Practices for Learning and Growth Across PK-12 Development References
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Dramatic Arts Integration Practices for Learning and Growth Across PK-12 Development References Anderson, A. (2012). The influence of process drama on elementary students’ written language. Urban Education, 47(5), 959–982. doi: 10.1177/0042085912446165 Anderson, A. (2015). Dance/movement therapy’s influence on adolescents’ mathematics, social-emotional, and dance skills. The Educational Forum, 79(3), 230-247. doi: 10.1080/00131725.2015.1037512 Anderson, A. (2015b). Understanding how and why arts integration engages learners. In A. Anderson (Ed.), Arts integration and special education: An inclusive theory of action for student engagement (pp. 59-73). New York: Routledge. Anderson, A., & Berry, K. A. (2014). The influence of drama on elementary students’ written narratives and on-task behavior. Learning Disabilities: A Multidisciplinary Journal, 20(3), 143-157. doi: 10.18666/LDMJ-2014-V20-I3-5885 Anderson, A., & Berry, K. A. (2015). The influence of classroom drama on teachers’ language and students’ on-task behavior. Preventing School Failure, 59(4), 197-206. doi: 10.1080/1045988X.2014.903464 Anderson, A., & Berry, K. A. (2017). Tableau’s influence on the oral language skills of students with language-based learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 22(1), 1-18. doi: 10.18666/LDMJ-2017-V22-I1-7668 Anderson, A., & Berry, K. A. (2018). Arts integration and special education. In J. Crockett & S. Malley (Eds.), Handbook of arts education and special education: Policy, research, and practices (pp. 196-215). New York: Routledge. Anderson, A., Lee, B., & Brown, M. (2017). Promoting literacy and language-learning in special education through drama-based pedagogies. VSA Intersections: Arts and special education. Exemplary programs and approaches professional papers series, vol. 3 (pp. 111-133). Washington, DC: Kennedy Center. Retrieved from https://education.kennedy- center.org/pdf/Professional_Papers_Vol3.pdf Anderson, A., & Loughlin, S.M. (2014). The influence of classroom drama on English learners’ academic language use during English language arts lessons. Bilingual Research Journal, 37(3), 263-286. doi: 10.1080/15235882.2014.965360 Anderson, A., & Valero, L. (2019, January). Influences of a visual and performing arts-integrated social studies unit on linguistic and behavioral engagement in students with learning disabilities. Presentation at the 2019 Council for Exceptional Children (CEC) Annual Convention & Expo, Indianapolis, IN.
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Greenhalgh, K., & Strong, C. (2001). Literate language features in spoken narratives of children with typical language and children with language impairments. Language, Speech, and Hearing Services in Schools, 32, 114–125. doi: 10.1044/0161-1461(2001/010) Heathcote, D., & Bolton, G. (1995). Drama for learning: Dorothy Heathcote’s Mantle of the Expert approach to education. Portsmouth, NH: Heinemann. Heroman, C., Tabors, P. O., & Teaching Strategies, Inc. (2010). Teaching strategies GOLD: Birth through kindergarten: Assessment toolkit. Washington, DC: Teaching Strategies. Hetland, L., & Winner, E. (2000). The arts and academic achievement: What the evidence shows. Arts Education Policy Review, 102(5), 3–6. doi: 10.1080/10632910109600008 Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2007). Studio thinking: The real benefits of arts education. New York: Teachers College Press. Hoyt, L. (1992). Many ways of knowing: Using drama, oral interactions, and the visual arts to enhance reading comprehension. The Reading Teacher, 45, 580–584. Retrieved from http://www.jstor.org/stable/20200932 Ingram, D., & Seashore, K. S. (2003). Arts for academic achievement: Summative evaluation report. Unpublished manuscript, Minneapolis, MN: Center for Applied Research and Educational Improvement. Retrieved from: http://hdl.handle.net/11299/143655 Kennedy, C. H. (2005). Single-case designs for educational research. Boston: Pearson Education. Kozleski, E. B., & Waitoller, F. R. (2010). Teacher learning for inclusive education: Understanding teaching as a cultural and political practice. International Journal of Inclusive Education, 14(7), 655-666. doi:10.108013603111003778379 Lane, K. L., Kalberg, J. R., Bruhn, A. L., Driscoll, S. A., Wehby, J. H., & Elliott, S. (2009). Assessing social validity of school-wide positive behavior support plans: Evidence for the reliability and structure of the Primary Intervention Rating Scale. School Psychology Review, 38, 135-144. Lane, K. L., Menzies, H. M., Ennis, R. P., & Oakes, W. P. (2015). Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies. New York: Guilford. ISBN: 978-1-4625- 2140-1 Lincoln, Y. S., & González, E. M. (2008). The search for emerging decolonizing methodologies in qualitative research: Further strategies for liberatory and democratic inquiry. Qualitative Inquiry, 14(5), 784-805. doi: 10.1177/1077800408318304 Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry (vol. 75). New York: Sage. Loughlin, S.M., & Anderson, A. (2015). Arts integration research and practice yesterday and today: Lessons learned. In A. Anderson (Ed.), Arts integration and special education: An inclusive theory of action for student engagement (pp. 5-30). New York: Routledge. Mason, C. Y. & Steedly, K. M. (2006). Rubrics and an arts integration community of practice. Teaching Exceptional Children PLUS, 39(1), 36–43. doi: 10.1177/004005990603900106 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Los Angeles: Sage Publications.
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